Adler, Susan
Permanent URI for this collection
Browse
Recent Submissions
Item I am sansei(Hampton-Brown Books, 1993) Adler, Susan MatobaItem African children's play and the emergence of the sexual division of labor(SUNY Press, 1994) Bloch, Marianne N.; Adler, Susan MatobaItem A pilot study of Midwestern Japanese American women: Perspectives on child-rearing and education(Highsmith Press, 1994) Adler, Susan MatobaItem Social, historical, political and cultural settings of Japanese American motherhood, 1940-1990: The tradition of Amae, Gambare, and Gaman in the American Midwest(Ohio State University Press, 1997) Adler, Susan MatobaItem Mothering, education, and ethnicity: The transformation of Japanese American culture(Garland Press, 1998) Adler, Susan MatobaItem Racial and ethnic mirrors and lenses: Reflections on identity and voice of an Asian American educator(Teachers College Press, 2001) Adler, Susan MatobaItem Racial and ethnic identity formation of Midwestern Asian American children(SAGE Publications, 2001) Adler, Susan MatobaThis 2-year qualitative study attempts to raise teacher awareness of the racial and ethnic identity formation of Asian-American children in the cultural contexts of their families and communities. It gives ‘voice’ to Asian-American parents, who share their perspectives on race and ethnicity, their experiences developing racial and ethnic identities of their own, and their descriptions of how they socialized their children to understand and deal with stereotyping, prejudice and racism. It examines how racial and ethnic identities develop in pre-school and elementary aged children and what expectations Asian-American parents have of teachers and schools regarding this development.Item Asian American families(Macmillan Reference, 2003) Adler, Susan MatobaItem Multiple layers of a researcher’s identity: Uncovering Asian American voices.(State University of New York Press., 2004) Adler, Susan MatobaItem Mixed heritage Asian Americans: "Hapa,""doubles," or Culturally enriched?(Information Age Publishing, Inc., 2004) Adler, Susan MatobaItem Home school relations and the construction of racial and ethnic identity of Hmong elementary students(Academic Development Institute, 2004) Adler, Susan MatobaThis qualitative study examines how Hmong parents and professional staff at one elementary school perceive home-school relations and how they construct racial and ethnic identities of Hmong children. The study was conducted at a Midwestern elementary school where the Hmong student population is over 50% and where five Hmong staff members are employed (3 teachers, 2 aide/translators). Findings indicate differing opinions among parents and school staff in the areas of understanding Hmong culture, multiculturalism and cultural sensitivity, Hmong students “model minority” or “at risk” educationally and linguistically, the role parents play in school involvement, and the construction of race and ethnicity of Hmong students. Neither of two typical Asian stereotypes was attributed to Hmong students, and the prevailing perspective of the ethnic groups was that of “foreigner.” Conflicts with work schedules and language barriers are common constraints to parent involvement in the classrooms. Hmong parents are deeply concerned about their children's education and expect the school staff to be accountable for student achievement. Like some other Asian American groups, parent participation is seen as a division of labor with complimentary responsibilities between home and school.Item Asian-American children developing voice(Peter Lang, 2005) Adler, Susan MatobaItem Race and Ethnicity in Early Childhood Education(Praeger Publishers, 2007) Adler, Susan MatobaItem Hmong Home-School Relations: Hmong Parents and Professionals Speak Out(Information Age Publishing, 2007) Adler, Susan MatobaThis qualitative study of Hmongs in one Midwestern urban school district investigates the nature of home-school relations from the perspective of Hmong parents and educational professionals. The study incorporates par¬ent and staff surveys, in-depth interviews and some observations conducted at two elementary schools. It reflects the voices of Hmong parents and school personnel (teachers, administrators, and para-professionals) as they share their cultural orientations to teaching and learning. The findings indicate that there is a strong desire for Hmong families to maintain their cultural heritage and identity while acculturating into mainstream schools. Education is highly valued and parents support their children’s schools, but participation in school activities is difficult for many Hmong parents.Item Teaching Advocacy in Early Years Initial Teacher Education Programmes(Symposium Books Ltd, 2009) Liebovich, Betty J.; Adler, Susan MatobaTeacher education programmes in the United States and in England with early childhood certification usually include courses with topics such as early childhood theory and curriculum, child development, model programs, and history of early childhood education but less often include courses with content focused specifically on advocacy. This article interrogates the possibility of developing courses on advocacy for pre-service teachers to build a knowledge base on advocacy for parents, families and children and to develop competency in inter-personal, cross-cultural communication. Drawing on data from Liebovich’s study on beliefs about advocacy of early childhood education students in the United States, the authors share pre-service teachers’ narratives about advocacy, discuss the process of moving from advocacy awareness to empowerment, and propose content for a university level course on advocacy in England and the United States. Using a feminist theoretical perspective, this study critiques teacher education programs and how student identity as advocates is rarely nurtured. The authors demonstrate how pre-service teachers reflect about the role teacher’s play working with, informing, and empowering families to truly become collaborative partners in the education of their children.Item Teacher Epistemology and Collective Narratives: Interrogating Teaching and Diversity(Elsevier, 2011-04) Adler, Susan MatobaThis action research study interrogates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves. Data were collected from a special topic graduate course entitled, Epistemology, Diversity and Teaching, at a large Midwestern university. Issues such as “otherness”, the culture of power, and white privilege were some key concepts addressed in the course. Findings indicated that use of key readings and meaningful discussion on controversial issues enhanced students’ ability to take multiple perspectives, recognize the significance of student epistemology, and acknowledge the importance of culturally relevant pedagogy to meet the needs of a diverse student body.Item Empowering Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change(IGE Global, 2012) Adler, Susan Matoba; Iorio, Jeanne M.This chapter illustrates how an online early childhood teacher education program using Socratic inquiry methods inspires students to challenge habituated assumptions in the field. Academic pushdown, teacher identity, standardization, and developmentally appropriate practice are central assumptions in ECE that students challenge in their blogs and discussion board postings. The program goal is to empower students to become transformative intellectuals (Giroux, 1988) and ultimately agents of change. Student writing illustrates how students have begun the process of challenging assumptions, identifying multiple perspectives on critical issues, and articulating arguments based on self-reflection and critical analysis.Item Progressive Teachers of Young Children: Creating Contemporary Agents of Change(International Association of Educators, 2013-06) Adler, Susan Matoba; Iorio, Jeanne M.This article describes how an Early Childhood Teacher Education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Addams, Patty Smith Hill and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become ―transformative intellectuals‖ (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early child education (ECE), which has been rapidly moving toward a narrow focus on academic readiness and the standardization of children and programs as a consequence of No Child Left Behind legislation and the Race to the Top competition for federal funds.Item The Effect of Internment on Children and Families: Honouliuli and Manzanar(University of Hawaiʻi Press, 2014) Adler, Susan MatobaThe effect of internment in Hawai'i on children and families is considerably different from the mainland where families were interned together and camps provided schools, activities, and resources for internees. At Honouliuli, only a few children were interned with their parents, and there is limited information on their experiences in camp. The more compelling stories come from the few adults I interviewed who, as children, lived outside of camp under martial law in Hawai'i and visited their fathers and mothers in camp. This qualitative study contrasts interview data and literature on experiences of Nisei, who were teens in Manzanar, with adults of Japanese and German heritage, who were children with one or both parents interned at Honouliuli. Findings indicate that the participant groups share displacement in a time of political turmoil, weakening of the nuclear family unit, and changing women’s roles as a result of internment. The foundation of family cohesion was crumbling under martial law in Hawai'i and incarceration on the mainland.Item Progressive Teachers of Young Children: Creating Contemporary Agents of Change(Peter Lang International Academic Publishers, 2015) Adler, Susan Matoba; Iorio, Jeanne M.This chapter describes how an early childhood teacher education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Adams, Patty Smith Hill, and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become “transformative intellectuals” (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early childhood education (ECE), which has been rapidly narrowing toward academic readiness and standardization of children and programs due to No Child Left Behind legislation and the Race to the Top competition for federal funds.